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Article: Preferences for teaching styles matter in academic achievement: Scientific and practical implications

TitlePreferences for teaching styles matter in academic achievement: Scientific and practical implications
Authors
KeywordsAcademic achievement
Preferences for teaching styles
Style value
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2008, v. 28 n. 6, p. 615-625 How to Cite?
AbstractThe two primary objectives of this study were: to identify the preferred teaching styles of secondary-school students and to compare these preferences with those of university students from past research; and to examine the contributions of students' preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic boys' school completed the Preferred Thinking Styles in Teaching Inventory and the Self-rated Ability Scale. Participants' achievements in 12 school subjects were obtained. Results indicated great similarities between the preferred teaching styles of the present sample and those of university students in previous studies. Achievement scores in all 12 subjects were predicted by students' preferred teaching styles beyond their self-rated abilities. Some of these predictive relationships were domain-specific, while others were not. The findings' scientific and practical implications are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/60013
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2010-05-31T04:02:08Z-
dc.date.available2010-05-31T04:02:08Z-
dc.date.issued2008en_HK
dc.identifier.citationEducational Psychology, 2008, v. 28 n. 6, p. 615-625en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60013-
dc.description.abstractThe two primary objectives of this study were: to identify the preferred teaching styles of secondary-school students and to compare these preferences with those of university students from past research; and to examine the contributions of students' preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic boys' school completed the Preferred Thinking Styles in Teaching Inventory and the Self-rated Ability Scale. Participants' achievements in 12 school subjects were obtained. Results indicated great similarities between the preferred teaching styles of the present sample and those of university students in previous studies. Achievement scores in all 12 subjects were predicted by students' preferred teaching styles beyond their self-rated abilities. Some of these predictive relationships were domain-specific, while others were not. The findings' scientific and practical implications are discussed.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.subjectAcademic achievementen_HK
dc.subjectPreferences for teaching stylesen_HK
dc.subjectStyle valueen_HK
dc.titlePreferences for teaching styles matter in academic achievement: Scientific and practical implicationsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0144-3410&volume=28&issue=6&spage=615&epage=625&date=2008&atitle=Preferences+for+teaching+styles+matter+in+academic+achievement:+scientific+and+practical+implicationsen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410802004634en_HK
dc.identifier.scopuseid_2-s2.0-51749094570en_HK
dc.identifier.hkuros159689en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-51749094570&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume28en_HK
dc.identifier.issue6en_HK
dc.identifier.spage615en_HK
dc.identifier.epage625en_HK
dc.identifier.isiWOS:000259102700002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK
dc.identifier.citeulike3344560-

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